Externalizing the Executive Functions in Working Memory of Children with Attention Deficit Hyperactive Disorder

Abstract

Around the globe, between 6 to 7 percent of children are diagnosed with ADHD, making it the most commonly diagnosed pediatric Neuro-developmental disorder. In India, ADHD is found to be a very under-researched topic. However, it does make learning difficult. Learning involves using the executive functions of the brain particularly the ability to focus, pay attention, engage with a task, and use working memory. This article will explain the effectiveness of externalizing the Executive Functioning of the Working memory of a child with ADHD. Various Intervention Strategies such as Yoga, Meditation, Cognitive Behavior therapy, Inclusive Classroom, and the introduction of Gamification in Academics can be used to create interest and Attention among children with ADHD. All the interventions act as Physical and Mental Stimulants. The inclusive setting paves way for assimilation and accommodation for Children with Attention Deficit Hyper-active Disorder. The heterogeneous group or the diverse learners in the inclusive classroom brings a change in the ADHD child, they try to adjust and be comfortable with their peers, and the teacher becomes a facilitator and teaches ADHD students using various strategies in the classroom. The teacher, student, and parent relationship becomes effective and is considered a golden triangle.